ANALISIS DISTRAKSI KOGNITIF AKIBAT FENOMENA "BRAIN ROT" DAN IMPLIKASINYA TERHADAP EFEKTIVITAS PEMBELAJARAN MANDIRI MAHASISWA

Abstrak

Perkembangan teknologi digital telah mengubah paradigma kognitif Generasi Z, khususnya mahasiswa, dalam memproses informasi. Dominasi konten mikro berdurasi pendek dan bermutu rendah memicu fenomena brain rot, yakni kondisi penurunan fungsi atensi dan kapasitas kognitif akibat paparan stimulasi digital instan secara berlebihan. Penelitian ini bertujuan menganalisis mekanisme distraksi kognitif yang ditimbulkan oleh fenomena brain rot serta mengidentifikasi implikasinya terhadap efektivitas pembelajaran mandiri (self-regulated learning) mahasiswa. Pendekatan yang digunakan adalah kualitatif deskriptif dengan metode studi pustaka (library research). Data diperoleh dari jurnal ilmiah nasional dan internasional, buku referensi, serta artikel akademik yang relevan dengan psikologi kognitif dan teknologi pendidikan. Analisis dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa fenomena brain rot memicu cognitive overload (beban kognitif berlebih) dan fragmentasi atensi yang secara langsung mendegradasi tiga komponen utama pembelajaran mandiri, yaitu metakognisi, regulasi waktu, dan retensi memori jangka panjang. Artikel ini merumuskan pentingnya rekonstruksi literasi digital kognitif dan adaptasi pedagogis berbasis pemahaman mendalam (deep learning) di lingkungan perguruan tinggi sebagai strategi mitigasi terhadap dampak brain rot pada generasi mahasiswa masa kini

The rapid advancement of digital technology has fundamentally altered the cognitive paradigm of Generation Z, particularly university students, in processing information. The dominance of short-form, low-quality micro-content has catalyzed the emergence of the brain rot phenomenon, a condition characterized by a decline in attentional functioning and cognitive capacity due to excessive exposure to instantaneous digital stimulation. This study aims to analyze the mechanisms of cognitive distraction induced by the brain rot phenomenon and identify its implications for the effectiveness of students' self-regulated learning. A descriptive qualitative approach with a literature research method was employed. Data were extracted from national and international scientific journals, reference books, and academic articles relevant to cognitive psychology and educational technology. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings indicate that the brain rot phenomenon triggers cognitive overload and attention fragmentation, which directly degrades three core components of self-regulated learning: metacognition, time regulation, and long-term memory retention. This article underscores the necessity of reconstructing cognitive digital literacy and implementing deep learning-based pedagogical adaptations within higher education institutions as a mitigation strategy against the cognitive deterioration associated with brain rot